Tech Cohort Mash-Up

Make your own digital collage

Writing, Thinking, Learning in 2010...

As I type this post, I'm listening to a podcast, entering grade updates (online), checking my twitter feed, and pondering writing, learning, and 21st century education technology.

One of my main professional goals this year is to push my students more into using digital platforms to write, express themselves, collaborate, and increase their global understanding. The process is still in the early stages, but I'm planting seeds to get my students thinking about how technology currently plays a role in the way they write, and how digital literacy can increase their written language skills.

Later this week, we will take a look at this article and prompt from the NY Times learning page. Hopefully, writing a 'love letter' to their favorite piece of technology will start to open the door for further discussion...

Not Your Father's Classroom...

Who am I kidding? This isn't my classroom, or even the classroom from my first year of teaching! This decade has been a whirlwhind. So much change, so much innovation, so many new ways to teach and learn. At the same time, it always feels like there isn't enough time in the day to keep up, much less develop ways to implement all the new technology into your classroom.

I feel like there's been some catch-up in the last few years, however, and being a part of Edina's Teaching & Technology cohort will only help. After all, a few years ago I would not have read this article about being a 21st century teacher, much less pass it on after identifying with many of the points.

Here's to staying above water...

New Learning, Same Joy

Last night was the first class meeting for Edina's Teaching & Technology cohort. I am very excited to be a part of this group, working with and learning from Edina colleagues. One of the highlights was a group activity where everyone created a Google Map, highlighting the places they've lived and the technology they lived with at the time. Thinking back to days of VCRs, TVs without remotes, the original Nintendo, and even Atari (what up, Frogger?!) was great. It was a fitting exercise to do on a day I happened to read a great obituary on The Walkman.

What I couldn't escape after last night's session was this realization: I really do enjoy learning. I know that sounds simple and perhaps obvious, but I don't think all teachers sincerely agree with me on that point. The challenge is exciting, new concepts are invigorating, and collaborating with people I work with is, quite frankly, refreshing.

So here's the challenge to myself: do whatever it takes to instill this in my students who don't have it, and foster that love for the students who already do enjoy learning. Being an example in my room on a daily basis, and modeling those behaviors is huge...I think that's why nights like last night are so important. You can be reminded of a basic fact you may have forgotten, and that simple "aha" moment can go a long way.

The Learning Curve

It takes a while for many students to get into the 'swing of things' at the beginning of the school year. Because my students are also transitioning into a new school (middle!), there are that many more adjustments to make. Gone are the days of recess, homeroom teachers, and walking in lines down to lunch, gym, etc. Throw in the fact that students have multiple teachers and classes a day, and it's easy to see why so many of my sixth graders struggle to used to life in middle school.

That said, it can be frustrating to wait for everybody to deal with their own unique learning curve - some students seem to have it down by day 2; others are still struggling here at the beginning of week 4 - while also accomplishing everything I'd like to accomplish in the classroom. While seemingly benign things like bringing the wrong notebook, forgetting a textbook, or leaving an assignment at home may not seem like much, the time students spend going back to their lockers can add up quickly, taking away from the learning that should go on in class. Because of this, I usually reach a "no mas" point after the first 3-4 weeks of school; students slowly get weaned off of going back to their lockers, and start to quickly learn the importance of using their assignment planner and keeping their materials organized.

Although I consider myself very understanding of and accommodating to every student's unique learning curve, 'tough-love' has to set in, for the good of the class and my own sanity.

Cathers and Pitchers Reporting...

Amazing how many similarities can be drawn between the first days of school and spring training in Major League Baseball. In some ways, teachers coming back for our six workshop days is akin to pitchers and catchers reporting shortly before the rest of the team. The first day of school is essentially the full roster reporting for spring training, with the month of September - in many ways - plays out like baseball's spring training. Getting students acclimated to a new grade, school and surroundings takes a little bit of time, along with some brief reviewal of concepts to shake off the cobwebs.

Besides some of the procedural similarities, other common aspects of both spring training and the first days of school that have always struck me are emotions like hope, enthusiasm, & optimism. Just like every Major League team feels like they have a chance to compete for the pennant, new students (from our perspective) and new teachers (from the kids' perspective) brings the opportunity for new learning, achievement and experiences.

My goals every year are simple - sustain those emotions for students throughout the year...foster that hope, enthusiasm and optimism for learning each and every day, if possible. Second, to help them grow and achieve at as high a rate as possible. Like a good manager, this means putting kids in the best possible situations to learn, grow, and achieve all year long; coaxing the best effort out of them, and helping them see themselves in the best possible light.

That said, I suppose I'll keep the polyester pinstripe pants at home...

Value in Tutoring

There are plenty of moments during the summer when I question my decision to tutor students. It isn't because I don't enjoy working with the students, but more about taking time out of the day and away from my own kids when it's 80 and sunny just doesn't seem so appealing.

While it does take some effort to arrange schedules, along with the commitment to go through with it, I've found a lot of benefit in tutoring a few kids each summer. Working with students of varying abilities in a one-on-one situation has been a great way for me to brush up on specific teaching tools and strategies. There are times during the school year when instructing a class of thirty 12 year-old students lends itself to a certain "teaching to the masses" style, where that individual attention can get put aside for a while. What tutoring allows is a chance to do just that, adapting to kids' unique learning styles and providing immediate feedback.

This summer has been especially fulfilling, as I have worked with three students at a wide range of ability levels. Challenging - yes, but like a good workout where you push yourself, the stretch makes you better. I feel sharp and ready to work with my students this year, conscientious of students' individual needs, ready to meet them where they are on their learning journey.